This book looks into the history and development of the bilingual education and presents a comprehensive study of bilingual education practices. The chapters represent a wide range of subtopics, from definitions of bilingual education to the theory of bilingual education in the twenty-first century. The book comprises five parts. At the end of each part, questions are given to facilitate readers’ understanding of the content and re-think the issues raised by the author(s). The book ends with an appendix demonstrating myths and realities connected with the field of bilingual education. Ofelia García's book, which also contains chapters solely authored and co-authored by Hugo Baetens Beardsmore, demonstrates to researchers and students just how fascinating bilingual education is, with respect to both theory and practice.

Part 1, “Bilingual education for all,” gives an overview of definitions and characteristics used to describe types of bilingual education. Here, García claims that “bilingual education is the only way to educate children in the twenty-first century” (5). She goes further, claiming that “some form of bilingual education is good for all education, and therefore good for all children, as well as good for all adult learners [in lifelong language-learning situations]” (11). Part 2, “Bilingualism and education,” concentrates on two issues—language construction and “languaging” in different contexts. García reviews different terms for what is meant by language and standard language. She stresses that even in bilingual schools the standard academic language is valued and taught. She suggests that educators have to concentrate on the multiple discursive practices that constitute languaging, that is, “social practices that are actions performed by our meaning-making selves” (32). For her, dialects, pidgins, creoles, and academic language are examples of languaging, as there are differences between language practices at home, in communities, and in academic contexts. The author also examines the bilingualism of individuals. A definition of “translanguagings” is proposed: “multiple discursive practices in which bilinguals engage in order to make sense of their bilingual worlds” (45). Describing models of bilingualism, García introduces two additional models: recursive and dynamic. Then the possible cognitive and social advantages of bilingualism are discussed.

Part 3, “Bilingual education policy,” provides an overview of bilingual education models and describes types of bilingual education, showing how heteroglossic beliefs impact the planning of bilingual education programs. Then García scrutinizes the theoretical frameworks of bilingual education, analyzing their characteristics, which are language ideologies, linguistic goals, linguistic ecology, bilingual orientation, cultural ecology, and the type of children (language minority, majority, and so on). Part 4, “Bilingual education practices,” focuses on language's place in the bilingual curriculum. García exemplifies how testing and assessment relate to power. She also describes differences between formative, summative, and predictive assessments and their impact on bilingual students. Assessment tools also differ in terms of assessing bilingual students as monolinguals or as bilinguals. Part 5, “Bilingual education for the twenty-first century,” summarizes the ideas that have been presented, ending with a conclusive table about subtractive, additive, recursive, and dynamic theoretical frameworks for bilingual education.